Teaching Strategies, Tactics, and Methods

A soliloquy is a speech in which a play’s character speaks aloud, but that character and the audience can only hear it. It is used to express a character’s inner thoughts and feelings to an audience or reveal important plot details we couldn’t otherwise know about.

This device is most commonly used in drama and theatre, where an actor performs a spoken piece, but it can also be found in poetry that is intended to be read aloud by the reader.

The most famous use of the monologue in English literature comes from William Shakespeare, who did not create the device but made it a popular and iconic part of the theatre. Shakespeare uses soliloquy as an important means of giving information in many of his most famous plays.

What is the purpose of the monologue in English literature?

Soliloquies play a crucial role in the development of a story, as they allow the audience to gain new and important information from characters that would be impossible to relay through dialogue. When performed, this type of speech typically involves the character talking to themselves. However, a monologue can also be performed by the character talking to an object or even breaking the fourth wall by revealing their thoughts directly to the audience. A monologue is a fact in which there is no response to what has been spoken.

How do soliloquies help develop a text?

While a soliloquy in English literature is most often used to display the feelings and thoughts of a character, this device is also used in other important ways to help a text develop.

Plot points/ revelations

Characters can use their speeches to reveal an event that is critical to the story but has taken place off-stage or off-page. Knowing this event helps the audience or reader understand the actions of other characters.

Affecting the audience’s perception of a character

If the audience or reader hears a character’s inner thoughts, it can help them relate to that character more. Even if the character is a villain, having them explain their motives makes the audience more likely to favor them.

Highlight the mentality of a character

Having a character speak to themselves allows the audience to see their true self. These speeches not only highlight different mental states in characters but can also highlight the motives behind a character’s actions.

Dramatic irony

Writers use soliloquies to create dramatic tension in a play by revealing a plan to the audience involving other characters that the characters are unaware of.

Paying homage to tradition

As a device made famous by Shakespeare that has been used for centuries, modern writers can use soliloquies to reference and connect their work to more formal writing.

What is the difference between a soliloquy and a monologue?

Many people confuse the ideas of monologue and soliloquy in English literature. However, there are major differences between the two devices, and they serve different purposes.

A monologue is a speech given by one character, but unlike a soliloquy, it is designed to be heard and responded to by the other characters on stage. One of the most famous monologues in theatre is Hamlet’s ‘Alas, poor Yorick’ speech in Shakespeare’s iconic play. In this speech, Hamlet is speaking to his friend Horatio, whom he addresses directly in the speech. It shows us that this speech is a monologue rather than a soliloquy.

Contrast this with the famous ‘To be, or not to be a speech from the same play. In this speech, Hamlet is speaking only to himself. Even though another character, Ophelia, shares the stage with him during this speech, there is no evidence that she can hear him and doesn’t respond. This speech is, therefore, a soliloquy.

These examples illustrate the difference between a monologue and a soliloquy. A monologue can be heard and responded to by other characters. Conversely, a soliloquy can only be heard by the character speaking and the audience. Even if other characters are on stage, they can’t hear or respond to a soliloquy.

It is why soliloquy is such an important literary device. It allows the writer to provide the audience with crucial information without the other characters finding out. For example, it can show us a character’s state of mind or feelings about something happening in the plot. It can also further the plot by giving us background information that would be extremely difficult to reveal via interaction between characters.

Conversely, Monologue furthers the plot by building relationships between characters and providing them with information. For more information on a monologue, look at this helpful Twinkl video.

What are some examples of a soliloquy?

There are numerous famous examples of soliloquies from different media types, including film, theatre, and novels. Here we look at some classic soliloquies to provide you and your class with examples of how soliloquies can have various effects when used in different contexts.

Doctor Faustus by Christopher Marlowe (1592)

“Was this the face that launched a thousand ships

And burnt the topless towers of Ilium?

Sweet Helen, make me immortal with a kiss.

Her lips suck forth my soul; see where it flies!—

Come, Helen, come, give me my soul again.

Here will I dwell, for Heaven is in these lips,

And all is dross that is not Helena.” – Faustus

There are many soliloquies in Christopher Marlowe’s play, but this speech is a perfect example of how a soliloquy reveals a character’s inner feelings. Here it is clear that Faustus is infatuated with Helen and sees no beauty in the world around him that can compare to hers. It’s also an important element of the play that helps further to emphasize Faustus’ personality and insatiable desires.

Watchmen by Alan Moore (1986)

“I prefer the stillness here. I am tired of Earth. These people. I’m tired of being caught in the tangle of their lives. They claim their labors are to build a heaven, yet their heaven is populated with horrors. Perhaps the world is not made. Perhaps nothing is made. A clock without a craftsman. It’s too late. Always has been, always will be, too late.” – Dr. Manhattan

This speech is spoken aloud by Dr. Manhattan as he lives alone on Mars. It is a crucial moment in the graphic novel as it finally clarifies the feelings of Dr. Manhattan and his thoughts regarding humanity, a mystery throughout the text due to his seemingly cool exterior.

Cast Away by Robert Zemeckis (2000)

“You’ve got to love crab. In the nick of time too. I couldn’t take much more of those coconuts. Coconut milk is a laxative” – Chuck Noland

It is an unusual example of a soliloquy, but it is one nonetheless. Chuck’s words while he is stranded on the island can be described as a soliloquy because he is talking to himself to stay sane. Chuck talking to Wilson (an object) helps clarify how he is feeling throughout his time being cast away. The above quote highlights this by explaining his relief in finding some different food. Without the soliloquies in this film, it would be silent and ineffective. The audience would struggle to relate to Chuck without speech throughout his time on the island.

Shakespeare soliloquy examples

William Shakespeare is often referred to as the world’s greatest dramatist for his plays, which are known worldwide and have been popular since their creation in the Elizabethan era. Shakespeare’s ingenious use of the soliloquy made the device so popular that he is now intrinsically associated with it. Shakespeare used this device to help the audience understand the play’s events and let them see what is happening in the characters’ thoughts. The soliloquy was also an important way of building a story at a time when stage settings and visual props were minimal.

Shakespeare uses the soliloquy to highlight the internal conflict of his characters and display their rapid changes in mood and passing thoughts. We have provided some examples of Shakespeare’s most well-known and powerful soliloquies so that you can demonstrate their great significance in theatre to your class.

Macbeth (1606)

“Out, damned spot! Out, I say!–One: two: why,

then, ’tis time to do’t.–Hell is murky!–Fie, my

lord, fie! a soldier, and afeard? What need we

fear who knows it, when none can call our power to

account?–Yet who would have thought the old man

to have had so much blood in him” – Lady Macbeth

This famous soliloquy occurs after Lady Macbeth murders Duncan and is a pivotal moment in the play that highlights Lady Macbeth’s descent into madness. Here she is hallucinating a spot of blood she cannot remove from her hands, which signifies her guilt and the mark the murder has left on her soul. From here, it is clear that Lady Macbeth cannot redeem her actions and is becoming unhinged.

Hamlet (1609)

“To be, or not to be, that is the question:

Whether ’tis nobler in mind to suffer

The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles

And by opposing end them. To die – to sleep,

No more, and by a sleep to say we end

The heart-ache and the thousand natural shocks

That flesh is heir to ’tis a consummation

Devoutly to be wished. To die, to sleep;

To sleep, perchance to dream – ay, there’s the rub” – Hamlet

Hamlet’s speech is arguably the most famous soliloquy in all literature and is by far Shakespeare’s most recognized soliloquy. The first line of this speech is renowned worldwide, and the speech itself is an iconic exploration of the themes of life and death. In addition, Hamlet’s speech shows the audience his humanity and gives them something to relate to.

Romeo and Juliet (1597)

“But soft, what light through yonder window breaks?

It is the East, and Juliet is the sun.

Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief

That thou, her maid, art far fairer than she.” – Romeo

This soliloquy is just one of many famous examples in Romeo and Juliet. This speech after Romeo sees Juliet for the first time is a powerful declaration of longing for her and cements the play as a romance. Comparing her to the shining sun, Romeo believes her beauty outweighs that of any woman he has met.

A crescent is a 2D shape known for its lunar form. It is a circular disk with a portion of another disk removed from it so that what remains is a shape enclosed by two circular arcs intersecting at two points. In simpler terms, crescent shapes are made when two circles overlap or one circle is removed from another. In a crescent, the enclosed shape does not include the center of the original disk.

As we’ve mentioned, crescent shapes are made when two circles overlap or when one circle is removed from another. However, more properties make crescents unique. This includes:

• Crescents have one line of symmetry.
• The perimeter of crescents is made from two circular arcs.

A crescent is most commonly used to represent the moon as it goes through various lunar phases described as crescents. However, in planetary terms, depending on how lit a body is (like the moon), its shape will differ, which is where the other lunar crescents come into play.

Fun fact: A crescent represents the moon and silver in chemistry!

How many bones are there in the human body?

The skeletal system is the framework for the bones, cartilage, tendons, and ligaments that make up the body. There are 206 bones in the adult human body, although children have more. It is because some bones will fuse as you get older.

The skeletal system is made of:

Bone: The biggest part of the skeletal system and the part most often referred to when talking about a ‘skeleton.’ The bones are made up of calcium phosphate and calcium carbonate. They act as a storage for Calcium and help regulate calcium in the blood.

Cartilage: Cartilage is the firm, flexible connective tissue found in joints. Your nose and outer ears are made completely of cartilage.

Tendons: Tendons are fibrous, flexible cords that attach muscles to bones. They are made of collagen and help the muscles move.

Ligaments: Ligaments are also flexible fibrous cords, although rather than connecting bone to muscles, they connect bones to other bones or cartilage. They are mostly found in the joints.

Differences Between The Man And Woman’s Skeletal System:

There are key differences between the man’s and women’s skeletal systems. Men’s bones are generally longer and denser than women’s. It is why women often appear shorter and smaller than men. Where women have a wider pelvic bone and longer spine to make room for children when pregnant.

Layers Of A Bone:

Periosteum: This is the outermost layer of the bone that is made up of a membrane that nourishes the bone through connected blood vessels and nerves.

Compact Bone: This is the part of the bone most people see in a skeleton. It’s the hard surface of the bone that protects the inner layers.

Cancellous: This is a spongy layer underneath the compact bone that contains bone marrow.

Bone Marrow: A thick jelly-like substance used to make blood cells.

What Are The Functions Of The Skeletal System?

A few well-known functions and interesting facts about the skeletal system are that it is designed to protect all of our internal organs from damage, supports the body, and facilitates movement.

Some lesser-known functions of the skeletal system are that it stores and releases fat cells, produces blood cells, and stores minerals throughout the body.

Two Parts Of The Skeletal System:

1. The Axial Skeleton:

This part of the skeleton includes all the vertical support in the body, including the vertebrae, head, and chest. The axial skeleton consists of 80 bones and protects the spinal cord, brain, heart, and lungs.

1. The Appendicular Skeleton:

It consists of 126 bones, including the limbs and the bones that connect the stems to the Axial skeleton.

Conditions That Affect The Skeletal System:

Osteoporosis is when your bones become weak – prone to breaking and fracture.

Leukemia: Cancer of the white blood cells

Scoliosis: An abnormality of the spinal curve.

Breaking A Bone:

Sometimes, bones can break if put under enough pressure or hit with a strong enough force. When this happens, the bones become unstable, and depending on how bad the fracture is; you could be unable to put any weight on it.

There are many types of fractures:

• A greenstick fracture: a break on one side of the bone only
• A buckle or torus fracture: an outward bend on one side of the bone without breaking the other side
• An avulsion fracture: is when a tendon or ligament pulls off a tiny piece of bone
• A growth plate fracture: a break in the area of a child or teen’s growing bone
• A stress fracture: a small crack in the bone
• A comminuted fracture: a bone breaks into more than two pieces
• A compression fracture: a collapsing of the bone

Typically, doctors will put the broken bone in a cast for a few months while they heal on its own.

Keeping Your Skeletal System Healthy:

You can surprisingly do a lot to keep your bones healthy and make them less likely to break!

Exercise: By building the muscles around your bones and joints, they become more supported, and less strain is put on them. Although some activities, like running and other high-impact workouts, can cause your joints and bones to break down over time.

Getting the right vitamins and minerals: Try to eat foods that include these:

• Protein
• Calcium
• Vitamin D and vitamin K
• Collagen supplements

Interesting facts about the skeletal system

The human skeleton is a very complex system that helps to give our body structure, allows us to move, protects our organs, and makes our limbs strong. The skeleton can be seen as the framework of our body (think of the wood or bricks that make up a house). With this foundation, we can do lots of great activities.

Want to know even more bone facts?

Here are a few interesting facts about the skeletal system:

• How many bones are there in the human body? Babies have 300 bones, but almost 100 fuses create 206 adult bones.
• The smallest bone in the human body is in the ear; it is called the stirrup (about the size of a thumbnail) and helps humans to balance.
• Although bones can break, they are made to withstand a lot of wear and tear. For example, some of your largest bones can withstand your weight two or three times.
• Over half of our bones are found in our hands and feet! Which are made up of many little bones joined together with muscles so that we can move our hands and feet very accurately.

Your bones are living tissue. So when they are cracked or broken, they start to repair themselves immediately.

In whatever situation we find ourselves in, it’s generally accepted that there are a few unwritten rules. That is, there are expected and unexpected behaviors. For instance, if you’re in a library, you must remain quiet. But, conversely, making a lot of noise, or eating a lot of smelly food, would probably be unexpected. In any case, it would be unwanted!

Sounds easy, right? Well, not for everyone. For some children, picking up on socially acceptable behavior is harder than it is for others. And what’s more, there are some situations where the rules aren’t that clear. Thankfully, concepts like the one you’re reading about help make things easier to understand.

What does this mean in the classroom?

In the classroom, as with anywhere else, you might be, there are a few rules that everyone has to obey. We hesitate to call them “unwritten” because there’s a good chance they’re already on your classroom wall! Just in case they aren’t, here are a few that you might want to include somewhere:

Expected	Unexpected
Staying at your table Sitting straight and upright Keeping your feet on the floor Looking at the teacher when they’re talking Raising your hand before speaking Listening to what people have to say Waiting your turn to speak	Moving around the classroom during activities Putting your feet on the chair or table Talking over the teacher Distracting others Making lots of noise Interrupting people Not listening to the people talking

Of course, you could always add and remove a few rules to suit your teaching needs and the needs of the children in your class.

How do concepts like this help?

A lot of the time, what’s appropriate in one situation isn’t always fit in another. For instance, though it’s a bad idea for anyone to start shouting in the classroom (teachers included!), it might be encouraged at a school soccer match. We typically talk about behavior as either good or bad, which can be confusing if faced with a contradiction like this. Instead, talking about what’s expected can make things easier.

Where do I start?

If you’d like to use concepts like this in your home or classroom but you’re wondering where to begin, then here are a few things you might want to bear in mind:

Talk things through

As with most behavior-related, a good place to start is by chatting with your class or child. Try asking them whether they noticed anything unexpected in your classroom recently and how this affected their learning. If you’re having difficulty getting them to open up, you might want to try talking about some of your unexpected behaviors. No one’s perfect, after all!

When you go to new places or do new things, you can talk to the child about the expected behaviors within this environment. It will help to avoid any confusion and will help the child to understand how they should behave.

Watch a video

With all the videos, there’s surely one good for teaching kids about behavior. Surely? If you’re having trouble, you might want to try looking for something involving situational comedy. That is, people act strangely in familiar situations. We hope that narrows things down a bit.

The Olmec people, known as the Olmec Indians, were one of the first major civilizations in what we now know as Mexico.

Olmec Timeline for Kids: The Olmec Indians lived from around 1200 to 400 BCE.

The Olmec Indians lived along the coast of the Gulf of Mexico, where the climate was extremely hot and humid. The Olmec civilization was made up of both rural and urban areas. They built cities where they often gathered to trade and perform various ceremonies. Farmers would live outside of these cities in more rural areas. The main crop that farmers grew in Olmec’s time was corn.

Social Structure of the Olmec Society

Much like many modern societies we see today, the Olmec people were divided into different social classes. In the Olmec community, you were born into a specific social class and could not move from that class to another, be that up or down.

There were several different classes within the Olmec society. These classes were as follows:

• Classes of command

The command classes were home to people whose role was to exert power over their town. These people were considered ‘elites’ within Olmec society.

The command classes’ job was to handle conflicts between the different groups within the Olmec people and display strong leadership. This leadership was vital in ensuring that the Olmec people survived.

The command classes were not typically involved with harvesting or agriculture but were considered political and spiritual leaders.

• Religious leaders

Religion played a key role in the Olmec society. Faith was so important to the Olmec people that the religious leaders of the time were regarded as the political elite.

Unlike many modern societies, there was no divide between religion and politics in Olmec culture. Religion and politics are two massive areas of influence, and, as religious leaders in the Olmec society controlled both, they were extremely powerful. Religious leaders wielded much power over their community, and their commands were often thought to be from the gods themselves.

• Dynasties

When teaching the Olmec timeline to kids, it is important to note that political and religious power gradually began to spread throughout Olmec society.

It essentially meant that while the religious leaders of the time were still highly influential, the political elite spread out to include various families outside of religion. Like a royal family in modern society, these families of the political elite inherited their power through their family timeline. Hence, they were known as dynasties.

These dynasties organized and led the Olmec people’s day-to-day lives and conflicts.

• Artists and craftsmen

While the artists and artisans in the Olmec society did not hold much power, they were highly respected. It is because art was a huge part of Olmec society. Many huge pieces of art from the Olmec period have survived throughout time, so we can see how influential and important art was to the Olmec people.

• Popular Classes

While the many social classes above played various roles and wielded varying amounts of power, most of society was just made up of ordinary citizens. These people were responsible for completing all the mundane tasks that ensured the Olmec society ran smoothly.

Achievements of the Olmec People

When teaching the Olmec timeline for kids, there are several important achievements. For instance, despite living so long ago, the Olmec civilization developed its number system, calendar, and system of picture writing.

As mentioned above, they were also heavily involved with art and created a lot of pottery and jade sculptures throughout their lifetime. They traded these items with other people at the time as a form of currency.

One of the most iconic achievements of the Olmec people was their massive carvings. The Olmec people carved huge heads from basalt, which could get as big as 10 feet (ca. 3 m) tall, weighing as much as 20 tons.

Olmec Timeline for Kids: Early history

The first signs of Olmec society emerged in San Lorenzo Tenochtitlá around 1150 BCE. From this point on, the Olmec society grew and developed.

One of the main reasons the Olmec people emerged and thrived in this area of the world was the unique ecology. The soil in this part of Mexico was extremely rich and well-watered, which enabled high maize production.

It is thought that the dense population of San Lorenzo encouraged the social structure discussed above. It was this social structure that gave the Olmec people power and dominance. Not only that, but it allowed them to produce the fine art that has become indicative of the Olmec culture.

While there is no hard evidence, several materials collected from San Lorenzo suggest that the Olmecs had access to an extensive trading network in Central America. This trading network would have to be protected somehow, which leads many historians to believe that the Olmec civilization had some military system.

Olmec artwork

Art was a highly important part of Olmec society. There is no one distinct style of Olmec art. However, several techniques seem to have been popular. Olmec art was often full of religious iconography. It also tended to be done in a very naturalistic style, with lots of artwork displaying the human anatomy with great accuracy.

One of the most common themes throughout Olmec artwork is a representation of a divine jaguar. This jaguar, seemingly half jaguar and half baby, are considered a deity in the Olmec religion. In addition, various deities can be found de. These deities included the Feathered Serpent God and the Rain God, which was already in the Mesoamerican pantheon in Olmec times.

Through studying many Olmec artifacts, historians and archaeologists have found that the Olmec people used their ceramic designs to spread their religious beliefs. An interesting fact is that, for the Olmec people to make these ceramics, they would have had to produce temperatures of more than 900 degrees Celsius within kilns. The Ancient Egyptians are the only other prehistoric culture known to have achieved temperatures that high.

The most famous pieces of Olmec art are the gigantic, helmeted heads that they produced. It is not known who these heads represent, but it is thought that they were ancient ball players. It is because the headgear they are sporting is similar to that worn by the players of the Mesoamerican ballgame in other monuments.

Olmec Religion

As mentioned, our only insight into the Olmec beliefs and religion is through their artwork. Through analyzing Olmec artwork, eight different Olmec deities can be seen. Notably, each deity is depicted as an androgynous figure with male and female characteristics.

Deities in Olmec religion were often representative of an element of nature. Some of the Olmec gods included:

• The Bird Monster
• The Maize deity
• The Rain Spirit or Were-Jaguar
• The Fish Monster
• Olmec Dragon
• Banded-eye deity
• Water deity
• Were-jaguar
• Feathered Serpent

The Decline of the Olmec People

There is no clear end when constructing the Olmec timeline for kids, as it is not known exactly what happened to the Olmec civilization. However, it is just known that San Lorenzo, the hub of Olmec society, was abandoned around 900 BCE, and La Venta replaced it as the main city. It is thought that environmental changes may have been the reason behind this huge change for the Olmec people, as several rivers changed course at that time. On the other hand, it is possible that the Olmec people were invaded, as this is depicted in a number of the artifacts at the time.

A few hundred years later, in 400 BCE, La Venta also ended.

Number Sense 101

Going beyond a surface level of understanding numbers is a very important foundation for future maths mastery – which is why the topic of number sense must be visited. The easiest way to understand this concept is to think about young learners in their early years, grasping what numbers are and what we can do with them. Then, throughout their education, kids soon begin enhancing their sense of numbers and become more confident when using them.

Different teaching strategies have been developed in each curriculum worldwide to enhance children’s number sense. But more generally, how we track the impact and progress of number sense is very similar from country to country. And this is because there is a wealth of research on this concept. For example, a study conducted in the late 1980s found that babies could understand and appreciate differences in numbers. This research suggested that people are born with a sense of numbers and a small toolbox of strategies to use them. As educators and parents, it’s our responsibility to strengthen this understanding into fluid mastery.

What does good number sense look like?

People can have a stronger number sense than others – but how can we determine this? There will typically be a structured program in different curriculums to teach and analyze number sense in children. These programs can be systematically structured around three other ideas, which encompass number sense in a nutshell. These include:

• Amount – This is the ability for children to understand and have an awareness of what different digits represent;
• Ordering – We can challenge kids’ number sense by acknowledging their ability to compare numbers with one another;
• Position – Here, children understand the value of a digit and its place in a number. When practicing this, we can focus on a topic like place value to strengthen young learners’ understanding of numbers and place values like units, tens, and hundreds, for example.

We can also determine good number sense when children are comfortable with maths in class and at home. This can be seen in their confidence with numbers when enjoying maths resources and games and becoming more fluent in learning and applying what they know. They can also give reasons for their answers, identify relationships between numbers and predict outcomes.

Living with ADHD can often seem a bit challenging. You might feel like you’re failing or you’re not good enough. Does that sound familiar? Don’t worry; many people think that way from time to time. But it is important to remember that those thoughts you have in your head, telling you that you’re not good enough, are lying. You are doing great. You are great! It’s important to remember that. Read on to find out what positive affirmations are and some examples of positive affirmations for ADHD that will help you keep a positive mindset.

What are positive affirmations?

Positive affirmations are statements that help you to overcome negative feelings about yourself. They allow you to challenge and overcome any negative thoughts you have.

If you repeat the affirmations enough and believe in them, then you will start to make positive changes in your life. Those negative thoughts will become less frequent the more you practice positive affirmations.

Some people with ADHD struggle with low self-esteem or self-confidence, so using positive affirmations for ADHD can help. They can help you to boost your self-esteem and self-confidence, and they can help you to think more positively.

You might find it a bit cheesy at first, talking to yourself about how great you are. But it gets easier and can become part of your daily routine. The effects could be life-changing.

Examples of positive affirmations for ADHD

If you are struggling to think of positive affirmations for ADHD  yourself, then we’ve come up with a list of good ones to get you started:

• I am grateful for my success
• I am one with my ADHD
• My attention span is getting stronger with each breath
• I am good enough
• ADHD allows me to be creative
• I am loved
• I am happy with myself
• I can do whatever I put my mind to
• I believe in myself
• My opinions matter
• I am resilient
• I deserve to be happy
• I am perfect just the way I am

Now that you know what positive affirmations look and sound like, you can develop your own. Think about what you want to achieve in life or what you want to change. Is there anything you struggle with or want to get better at? All of these ideas can be turned into affirmations. So please put what you want to achieve out into the universe and watch it happen!

Why are positive affirmations important?

People with ADHD tend to have low self-esteem and a lack of confidence. Positive affirmations can help you to gain control of your life and have a more positive outlook. It might seem like a really simple thing to do, and it is, but it can be life-changing. The more positive you are, and the more you believe in yourself, the more likely you will succeed.

Positive affirmations can help you challenge yourself, put yourself out of your comfort zone, and try new things. They allow you to gain confidence that you didn’t have before. You start to believe in yourself. You are great. You can achieve success. Believe, and you will succeed.

Your students will follow if you start using positive affirmations and believe in them. A confident teacher will help them be sure and observe in the same footsteps.

Start believing in yourself and regain confidence with positive affirmations for ADHD. You have nothing to lose by trying them, so give it a shot!

A first-person narrative is a way of storytelling through the narrator’s point of view. It uses first-person pronouns such as ‘I,’ ‘me,’ and ‘we.’

Along with the first-person narrative, there is second person, where the writer uses second-person pronouns such as ‘you.’

There is also a third person, where the story is told by an outsider watching things unfold. This uses third-person pronouns such as ‘he,’ ‘she,’ and ‘they.’

Examples of First Person

The best way to help pupils recognize the first-person narrative is to get them to identify if first-person pronouns have been used. These include:

• I/We (subject, singular/plural) For example:

‘I like going shopping.’ (first-person singular)

‘We like going shopping.’ (first-person plural)

• Me/Us (object, singular/plural) For example:

‘Harry smiled at me.’

‘Harry smiled at us.’

• Mine/Ours (possessive, singular/plural) For example:

‘That food is mine.’

‘That food is ours.’

• My/Our (possessive, modifying a noun, singular/plural) For example:

‘I love my dog.’

‘I love our dog.’

How is First Person used?

Sentences and stories can be written in the first person and told through the lens of a character in the story. This character is typically the main character: the protagonist.

The aim of using the first-person narrative is to make the reader feel close to the character effectively.

This is because, through their journey, the characters often reveal truths about themselves using first-person pronouns. As a result, the character’s thoughts and emotions are at the forefront of the narrative, ready for the reader to see them.

Writing in the first person allows the reader to understand the character’s thoughts and opinions on other characters and events happening in the story.

Why is First Person effective?

Having a first-person narrative can be a very effective technique – it allows the reader to get inside the character’s head and watch the story unfold through their eyes.

It also gives a sense of ‘being there,’ which makes the story more engaging for the reader. This contrasts with a third-person narrative, where the character is seen through a separate narrator’s point of view. First-person closes the gap between the reader and the character, allowing them to experience the story more closely.

First-person, second-person, and third-person can all be effective ways to write a story differently – it just depends on the particular level you’re trying to tell.

How do you write in First Person?

Writing in the first person can be completely different from writing in the third person, whether you’re writing a story or a diary entry.

Not only are you using different pronouns, but the writing style can also change. For example, rather than writing from an objective, third-person point of view, you’re in the character’s mind, expressing their direct thoughts to the reader.

Before children write their story or diary entry in the first person, you might want to share some tips with them. Here are some that they might find helpful:

1. Establish the character’s voice.

When writing in the first person, the main character does all the talking! That’s why it’s important to know what they sound like, how they talk and how they feel before writing. For example, does the character talk formally or informally? Are they shy or confident?

2. Decide if the narrator is reliable.

The character’s thoughts and feelings influence how we write in the first person. Therefore, before writing, it’s essential to decide whether the reader can trust what the narrator is saying – are they telling the truth, or do they tend to exaggerate or underplay things? This is especially important for diary entries, where the text should recount specific events.

3. Use the active voice.

The active voice is important for creating engaging, first-person writing. Since it’s in the first person, the narrator should carry out actions themselves rather than simply having things happen to them.

4. Past or present tense?

Just like the second or third person, we can write in the past or present in the first person. But it’s a good idea to decide which one before writing. Writing in the present tense helps bring the reader closer to the action and the character’s reactions, but an essay in the past tense allows the narrator to express their thoughts and feelings retrospectively.

5. Remember ‘I,’ ‘me,’ and ‘my.’

When learning to write from different points of view, many children might slip between first and third person without realizing it. Children should remember to check their writing to ensure they’ve used first-person pronouns to refer to the narrator/main character throughout their work.

Eid is an Islamic festival that has been celebrated ever since it was founded by Muhammad the Prophet in 624 CE. We tend to think of Eid as one celebration, but it is an umbrella term for two religious events that follow Ramadan.

These smaller festivals are known as ‘Eid al-Fitr’ and ‘Eid al-Adha.’ People often couple these Eid holidays together to make things easier and refer to them simply as ‘Eid.’ However, they are both different in their own right and are observed to fulfill Islamic traditions.

The Eid holidays are the only two consistently celebrated by the world’s population of 1.6 billion Muslims. This makes Eid one of the most important holidays in the Islamic faith.

In 2022, the first of the two Eid holidays, Eid al-Fitr, will begin in the evening on May 2nd and last for around twenty-four hours. On the other hand, Eid al-Adha isn’t celebrated until a couple of months later and will begin this year on July 9th, lasting for four days.

The Different Types Of Eid Holidays

As mentioned above, ‘Eid’ is more of a general term that refers to both of the Eid holidays that Muslims celebrate. The two individual Eid holidays are as follows:

• Eid al-Fitr: Marks the end of fasting during Ramadan.
• Eid al-Adha: Commemorates the Hajj, which is the pilgrimage made by many Muslims to Mecca.

You can click on the links to other Twinkl Teaching Wiki guides about these Eid holidays. You’ll find plenty of information on these pages that go into more detail about each Eid holiday celebration.

Who celebrates the Eid holidays?

Seeing as Eid is an Islamic festival, Muslims celebrate the Eid holidays. Significantly, the Eid holidays are the only religious celebrations that unite all of the different sects of Islam. This makes the Eid holidays the most widely celebrated within the religion and is observed in various countries, from Turkey to Iceland!

The Story Behind The Eid Holidays

Now that you know about the basics of the Eid holidays, it’s time to delve a bit deeper into the back story of these religious festivals.

While the Eid holidays originated from the Prophet Muhammad, the story behind Eid is actually about another prophet: Ibrahim.

As the story goes, Ibrahim heard the voice of Allah through a dream, telling him to sacrifice his son as a sign of faithfulness. Ibrahim was hesitant to do as Allah said because he loved his son very much. Yet, despite this and disloyal urges from the devil, Ibrahim prepared to do as Allah asked him.

Just before Ibrahim was about to sacrifice his son, he heard Allah’s voice again. This time, he was told not to sacrifice his son but instead a Ram. Ibrahim ultimately won favor because he had shown trust in Allah.

The story behind the Eid holidays is all about sacrifice, as shown by Ibrahim’s intentions. The idea of sacrifice is symbolized in the festival of Ramadan, which immediately precedes Eid. ‘Eid,’ in Arabic, means ‘festival’ or ‘feast,’ referring to the festivities following the sacrificial fasting in Ramadan.

How are the Eid holidays celebrated?

We’ve spoken a bit about the sacrificial origins of Eid, and the festival today is an all-out celebration of a sacrifice having been accomplished. This is particularly true of Eid al-Fitr, which marks the end of the fasting period of Ramadan. This day typically begins with prayers in the morning, followed by a gathering of loved ones, where gifts are exchanged and delicious food is eaten.

Eid al-Adha, also known as the Greater Eid, is the Eid holiday associated most closely with the story of the Prophet Ibrahim, as detailed above. Some families choose to slaughter a goat or sheep, although this must be done ethically and professionally. After attending the Mosque, they later share the meat as a meal. Often, a share of the meat is donated to the poor so they can celebrate. It is also expected that Muslims donate to charities that help people in need to celebrate the Eid holidays.

What is a school intervention?

School interventions allow teachers to address gaps in a child’s knowledge and barriers to their progress. When a need has been identified, a school intervention will help overcome these barriers to their learning.

School interventions are very specific in the way they are conducted. They are allocated a time within the school day to be completed and consistently monitored. An intervention ensures every child reaches their potential and benefits from learning in the curriculum. Once the child has made progress, they may be taken off the intervention, as they may no longer need the school intervention. The intervention and children are then assessed to identify if anyone else can benefit from a school intervention.

Why may you need an intervention?

There are many reasons a learner is placed in a school intervention, but the purpose of school interventions is always the same, to progress children and allow them to access the curriculum. Below are some examples of why you may need a school intervention:

SEND interventions – No SEND school intervention meets the needs of all SEND pupils. You can’t target every essential in one SEND intervention. However, many resources can help your SEND learners in the classroom.
You may also find that your SEND children may need support outside of academics to aid them in accessing the classroom. This may mean decreasing sensory overload or providing overlays that benefit dyslexic students.

Pupil Premium Interventions – Pupil premium funding is a perfect opportunity to purchase interventions and resources that the school budget doesn’t cover. However, it is worth remembering that not all students who receive Pupil Premium funding will require the same intervention. Pupil Premium interventions have become more important since Ofsted now look closely at Pupil Premium funding in their inspections.

Maths Interventions – Maths is one of the core subjects in the curriculum. Some children will fly through the curriculum, while others may struggle with specific maths skills, which can hinder their future learning. All children are different, and while one child may be great with measurement, they may struggle with money. Assessing your children’s maths skills will identify what school intervention will benefit them.

English Interventions – English is a core subject in the curriculum and is an extensive subject. The English curriculum covers phonics, reading, SPaG, transcripts, and handwriting, creating a range of interventions. Phonics looks at decoding; decoding words is a key skill in reading. You will find specific school intervention programs that schools can buy into to deliver interventions, such as 60-second reads, VIPERS skills, and catch-up literacy.

SATs interventions – SATs interventions plug the gaps for year 5 and 6 pupils in preparation for their SATs in year 6. This can cause years 5 and 6 to be heavy on interventions, so the quality needs to be in place over quantity. There are many programs that schools can buy into for SATs interventions, and interventions should be identified early to prevent cramming of knowledge.

EAL interventions -EAL interventions help children and ensure EAL is not a barrier to their learning. This can mean teaching children the English language or identifying gaps in their education due to EAL.

School Intervention Examples

Fine Motor Skills	Social Skills	Growth Mindset	Speech and Language	Handwriting
Number Bonds	Timestables	VIPERS Skills	Maths Skills	Phonics Set 3
Fluent in Five	SATs Intervention	EAL – Nouns and Verbs	Basic Sentence Formation	SPaG Punctuation

What does an effective school intervention look like?

For a school intervention to be effective, it needs to be clear on outcomes, direct planning, consistently monitored and assessed, and evaluated at the end of the course.

Outcomes

Before you plan a school intervention, you must identify the following:

• What is the need?
• What are your intended outcomes?

Start with looking at your children:

• Who is accessing the curriculum?
• Are there any gaps in your student’s knowledge and skills?
• What does your data show?
• Who would benefit from a school intervention?

Once you have answered these questions, you need to address the following:

• What are your intended outcomes for specific gaps?

These outcomes will help you pinpoint what targets are required.

Example:

One of your pupils has a beautiful imagination but struggles to get ideas down on the page due to poor hand muscles. In addition, this child works by holding a pencil, so their handwriting is illegible. The intended outcome is to improve this child’s handwriting and support with holding a pencil correctly by developing hand muscles. Intervention needed = fine motor skills to develop strength in fingers and hold a pencil correctly.

Planning

You have identified your intended outcomes; what now?

The planning element of a school intervention will consider the following:

• What will the intervention entail?
• How will we implement this intervention?
• What provision is always available in school?
• What resources and staff do we have available?
• What challenges may be in place before conducting an intervention?

These questions will support you in the planning process of interventions. For example, barriers to an intervention could be; teachers’ knowledge, resources, or staff availability. Identifying these barriers will ensure you can overcome them before providing an intervention. Speak to your Senior Leadership Team about how you can overcome obstacles to your intervention.

Baseline assessments must be in place at the start of your intervention to help you monitor the progress that specific intervention will make. In addition, ensure your staff are confident with delivering their intervention and are involved in the planning process.

Things to consider when planning your school intervention:

When will the intervention take place? – you want to ensure children don’t miss vital lesson time every week; having the same intervention at the same time every week can develop a gap in a different area of the curriculum.

What will be taught in the intervention? – ensuring what they learn in the intervention will plug the gaps they already have. Link their learning to what they are trained in the classroom and develop their skills to help them in future classroom learning.

Where will the intervention take place? – find a space in the school that is quiet, spacious, and has resources available not to take time away from the intervention to find resources.

How will resources be managed? – you may find that other interventions in the school may need similar resources. Ensure you keep track of where your resources are and have a schedule to make sure everyone has the resources they need to run a successful school intervention.

What feedback is expected after every session? – feedback to children has been proven to build their knowledge and confidence in their learning. After each session, how will you communicate feedback to your students? Will you provide written feedback? Will you have a small discussion at the end of each session? How will your feedback to the teacher be after each session?

Example:

Your intervention is for year three children on number bonds. You are given 5 minutes for each child to work on their number bonds skills. You decide to do a quick-fire round at the start of the session and then have a discussion at the end to identify gaps in their learning. Your plan requires you to have several bond resources, your feedback is oral, and then you decide to score each quick-fire round to monitor progress and relay this back to the teacher.

Monitoring

Has the pupil made progress?

Have the gaps in knowledge been identified and filled?

Do you need to extend the length of the intervention?

Consistently monitoring your interventions will allow you to see if the intervention is targeting children’s knowledge and skills and whether it is benefiting their future learning. Collecting a range of data will help you analyze and evaluate your school intervention. Data examples that can be collected:

• Baseline data
• Progress in each session
• Feedback from adults and learners
• Formative final assessment